Read an interesting forum by Marni Bedrich,she introduced me to the teaching and learning practice of heutogogy,or self determined learning.I found this concept very interesting,it seemed to resonate with me at a personal level.I will look forward to further discussion on Marni’s forum
Hi,my name is Greg Wedel,I was born and raised in Chilliwack B.C. After high school,I registered for the automotive pre-apprentice program at Fraser Valley College.Upon completing the course,I worked as an apprentice at Abbotsford Toyota,were I received my certification.Looking for a better opportunity,I moved to Vancouver,and began working for Richmond Toyota,were I remained for ten years.The manager was very open minded,and allowed me to take extended leave,so I could travel the world.Later I transferred to Richmond Lexus,were I continue to be employed.I hope one day to be an automotive instructor at a college or technical institution.
This theory has two components,”expectancy” is a persons confidence about the probability of completing an assignment,or tasks successfully,”value” come down to how much a person wants to perform an undertaking,and the value he or she puts on its completion.I think it is an important aspect of motivation to let students see the “why” of what they are learning.[this is important for myself personally].Once they know the “why“,then it will be easier for the person to see the value. As far as a students self efficacy,or anxiety towards a subject,hopefully providing a positive classroom learning community ,clear and realistic goals,and prompt feedback,would all help.For myself,examples from previous students work,and a support system where questions can be answered with out feeling judged are imperative to increasing my engagement and belief in success.
Self directed learning is an educational model where the individual takes the initiative and responsibility for their own pursuit and development of knowledge.This theory is very closely associated with andragogy,and the expectations and experience that adults bring to the learning process. They want to know not only why they are studying a particular topic,but how and when learning strategies are implemented.This does not mean there is no input from an instructor,but the emphasis is always on the student self directing, organizing and evaluating their learning experience.Some intellectuals,such as M.Knowles ,advocate learning contracts, factoring in concepts such as diagnosing and formulating learning needs,identifying material resources,and implementing climate settings that encourage mutual respect.I feel self directed learning is a very positive environment that integrates well with online educational models,like Moocs.
After reading several articles on memory,intelligence ,and cognitive functionality,I’ve come to realize how important it is to create a positive and diverse learning environment.Through the study of the three part Tribune brain model,scientist have shown that emotion and feelings play just as big a role in learning,and memory retention, as does a persons rational. Feeling good about learning means you want to learn,and usually retain more information because of this.With the Hemispherical brain model,we know that the two halves of the brain perform markedly different functions.By understanding and catering to both sides of the brain,teaching effectiveness is maximized .Notable psychological theorists such as Cattell,(Fluid and Crystallized Intelligence Theory),and Howard Gardner,(seven types of intelligence),have illustrated the importance of understanding the wide spectrum of a students cognitive learning capacity.With the help of these and other learning models,I hope to continue to grow as an educationally effective instructor.
Motivation in the class room is a complex issue that instructors face everyday.We know motivated students are easier to teach,and if interested in learning,do, in fact, learn! Incentives for taking a particular course may be intrinsic,(internal,self -fulfillment, for the love of a subject,etc.) or extrinsic (outside influences,accomplishing a specific outcome or result,,such as promotion,or financial gain etc.).Ideally,a persons inspiration for achieving an academic task involves an amalgamation of both. As a teacher,showing the relevance and appeal of the course,being a role model,and setting realistic performance goals,will all facilitate class continuity.A variety of student active teaching formats, explaining course rational,and designing appropriately challenging assignments are all sound motivational strategies for maintaining students desire to participate in the process of learning.
A positive learning environment for adults starts with acknowledging the differences between pedagogy and andragogy.It is important to recognize adults have an abundance of life experience,both professionally and personally.By treating the student as an equal,and with respect,the line of communication remain positive,open and meaningful.As an instructor,my goal is to be more of an adviser/coach ,encouraging students to incorporate there present knowledge,and to blend it with the new material they are trying to assimilate.Critiquing individuals one on one,in a private setting,establishing a clear ,understandable course outline,and encouraging two way communication and feed back all facilitate a positive learning environmental model.
As part of course 3100,,Foundations of Education,we are assigned a learning partner ,and at week 4, we are encouraged to communicate with each other through Skype.My contact is Mark Selkirk,a Welding instructor from Prince George. We discussed the trends in our corresponding professions.(I am a Mechanic).We talked about the interesting fact that more women are entering the welding trade.I indicated that the car industry is developing advanced technologies in electric and alternative fuel vehicles.In the future,my perception of teaching and training has changed from the traditional classroom setting ,to the integration of concepts such as online training ,flipped classrooms,and self directed learning.As an instructor,I will function more as a couch and adviser,interacting and collaborating with students,encouraging them to take more responsibility for their education.
http://www.txprofdev.org/apps/onlineteaching/time/Adult_Learners.pdf Adult learners are not over sized children,they quite often have a wealth of professional,and life experience.They are independent,usually have multiple social roles, are goal orientated,and time sensitive.Here are several examples of how I would structure my classroom to suit the needs of adult learners. Try and get an idea of the student background ,(maybe through an open class discussion),and relate there knowledge as much as possible to the topics and projects being discussed.Encourage them to take responsibility for class activities,and allow them to self direct there learning process as much as possible. Provide an outline of the course goals,and objectives early on .Clearly define why they are learning certain skills and how it will benefit them .Hand out a course schedule,so that they can time manage ,and offer suggestions that will facilitate the successfully completion of there assignments . Let them know you are there to be a guide,setting time aside to interact with students as individuals and as a group.